Physical education in Aotearoa New Zealand primary schools

Abstract

Whilst globally there has been a great deal of discussion and rhetoric regarding the state of physical education at the primary level, there is a paucity of evidence regarding teachers’ perceptions of quality physical education in practice. Therefore, the purpose of this research was to explore and interpret primary school teachers’ perceptions of physical education in Aotearoa New Zealand (NZ) and identify the influence(s) of education, sport and health policies on these perceptions. This study utilized a mixed methods design, including a questionnaire of 487 classroom teachers from 133 different primary and intermediate schools in five regions (North Auckland, Auckland, Wellington, Canterbury and Southland) across NZ. The research team also interviewed 41 classroom teachers from across the five regions. Three themes were drawn from the teacher surveys and interviews: muddled thinking; teacher levels of confidence; and physical education or sport. The findings suggest that a number of policies and practices have strongly shaped what occurs ‘in the name’ of physical education in primary schools. These have created a ‘perfect storm’ for primary physical education in NZ and there is concern that the reality of what occurs in practice does not meet the expectations of the national curriculum. There is a need to re-shape the principles and ideals of current practice in primary physical education rather than accepting the historical sports, competition, fitness, fundamental sport skills and ‘Kiwisportification’ of physical education.

The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge

“…Although the findings in the present study indicated that these PCTs developed practical knowledge for teaching PE, we have no evidence as to whether they lack the skills, confidence, and willingness to teach PE (Dyson et al, 2018;Tsangaridou, 2012), nor did we identify positive and significant changes in their identities as PE teachers or improved self-efficacy for teaching PE (Fletcher et al, 2013). However, based on their interest, performance and practical knowledge during the course, we as teacher educators feel confident about their capabilities to provide quality teaching of elementary school PE.…”

“…Scholars have identified institutional factors outside of teachers' control contributing to this issue, such as time constraints, provision of initial teacher education (TE) and professional development opportunities, financial and human resources, and class sizes (Carse, Jess, & Keay, 2018;Fletcher, Mandigo, & Kosnik, 2013). For the most part, many primary classroom teachers have limited content knowledge in PE, lack appropriate skills and knowledge to teach PE, and do not feel confident in teaching PE (Dyson, Cowan, Gordon, Powell, & Shulruf, 2018;Tsangaridou, 2012). Many teachers simply replicate their past personal experiences of PE as students in their own teaching of PE (Carse, 2015;Morgan & Bourke, 2008).…”

The Effect of an Authentic Acute Physical Education Session of Dance on Elementary Students’ Selective Attention

“…This may be related to the fact that classroom teachers were the instructors for physical education in this primary school, which is common in NZ. While classroom teachers are capable of effectively leading PA opportunities, the literature suggests that they often lack the content knowledge, confidence, and competence in this area [ 38 , 39 ], therefore highlighting the importance of having physical education specialists teaching physical education lessons. The individuals leading or facilitating PA opportunities may have an impact on the amount and quality of PA students accumulate but, perhaps more importantly, can also play a critical role in motivating students to participate in activities that can help improve their executive functioning [ 40 ].…”

Classroom teachers’ and administrators’ views of teaching health and physical education

“…Studies conducted with primary classroom teachers have identified numerous reasons underlying the difficulties they have in integrating PA into the school day or teaching PE. These reasons can be separated into two categories: institutional and teacher-related (Dyson et al, 2011, 2018; Morgan and Hansen, 2008). The reasons linked with the institution include lack of time to teach the core curriculum, lack of professional development, lack of adequate facilities and equipment, lack of prioritisation of PA, and lack of administrative support.…”